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| Image Source: https://brandwidthsolutions.com/blog/navigating-social-media-algorithms-in-life-sciences/ |
Understanding Algorithms: A Math Teacher’s Perspective
As a high school math teacher, I’ve always been interested in algorithms. In the classroom, I teach students how to use step-by-step procedures to solve problems, like the long division algorithm for polynomials or the structured problem-solving methods in DeltaMath. But beyond math, algorithms shape nearly every aspect of our digital lives, from the videos we watch to the news we consume. This topic is especially relevant to me, not just as a teacher, but also as a parent.
My students are deeply engaged in social media platforms like TikTok, Snapchat, and Instagram. I often hear them discussing trending videos, viral challenges, and influencer drama. They don’t always realize how much of their experience is shaped by algorithms designed to maximize their time on the platform. At the same time, my 13-year-old recently got a phone and, while he doesn't have social media yet, he is an avid YouTube watcher. Since the content recommendations on platforms like YouTube, TikTok, Snapchat, Instagram, and Facebook are all algorithm-driven, I wanted to better understand how these systems work and what influence they have on both my students and my own children.
The Power of Algorithms in Digital Spaces
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| Image Source: https://sproutsocial.com/insights/youtube-algorithm/ |
One of the most eye-opening resources I explored was PBS Learning Media’s discussion on YouTube’s recommendation algorithms. The video explains how YouTube prioritizes engagement, often pushing sensational or polarizing content to keep users watching. Even if someone starts watching harmless educational videos, they could quickly be led down a path of more extreme or misleading content. This made me think about my children’s viewing habits. While they mainly watch entertainment, video game walkthroughs, or craft challenge videos now, I need to be mindful of how the algorithm could steer them in unexpected directions.
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| Image Source: https://www.socialchamp.com/blog/facebook-algorithm/ |
Similarly, the Pew Research Center’s study on Facebook’s algorithms and personal data explores how social media platforms collect vast amounts of user data to shape the content people see. Many users assume their feeds are neutral reflections of reality, but in truth, they are highly curated by algorithms designed to keep engagement high. This is particularly concerning when I think about my students, who often take the information they see on TikTok or Snapchat at face value without questioning why it appears in their feed in the first place.
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| Image Source: https://chatsworthconsulting.com/2024/04/18/of-course-youre-biased-its-how-our-brains-work-heres-how-to-keep-it-in-check/ |
Another compelling resource I explored was the Most Likely Machine interactive experience (Artefact Group), which highlights how machine learning algorithms make predictions based on historical data and the problems that can arise when those predictions are flawed. One of the key takeaways from this resource is that algorithms do not have all the information; they rely on past data, which reflects human opinions and biases. As a result, instead of being purely objective, algorithms can actually reinforce and amplify existing biases. Even more concerning is that once an algorithm makes a prediction, whether correct or not, it tends to repeat and multiply its mistakes, further embedding bias into decision-making processes. This is especially relevant in areas like job hiring, policing, and education, where algorithm-driven systems can unintentionally deepen existing inequalities. In schools, adaptive learning platforms and AI-based grading tools may seem neutral, but if they are built on biased or incomplete data, they could unfairly advantage some students while disadvantaging others. While these technologies have the potential to improve learning experiences, they also raise important ethical concerns about fairness and accountability, reminding me that even in math, where algorithms are essential problem-solving tools, their real-world applications require careful scrutiny.
Implications for Teaching and Parenting
As a math teacher, I already incorporate algorithmic thinking into my lessons, however, this research has encouraged me to take it a step further. I plan to have more discussions with my students about how the algorithms that power their favorite social media apps work and how they can critically evaluate the content they consume. If they understand that their feeds are not just random but carefully curated based on their past behavior, they might become more skeptical and intentional about their online experiences.
As a parent, I am also more aware of how my children’s digital habits are being shaped by recommendation algorithms. While I have already made the decision to delay social media use, I now realize that YouTube’s algorithm can be just as influential. Moving forward, I plan to have ongoing conversations about why certain videos or recommendations appear, how to recognize algorithmic manipulation, and how to actively seek out diverse and high-quality sources of information.
Final Thoughts
What surprised me most was how little control users have over the algorithms that shape their online experiences. It’s easy to assume that we are making independent choices about what we watch or read, but much of what we see is curated behind the scenes. This has changed the way I think about algorithms. Not only will I be more intentional about teaching students to analyze and question algorithmic influence, but I will also be more proactive in helping my own children navigate an increasingly algorithm-driven world.
For educators, parents, and anyone navigating digital spaces, understanding algorithms is essential. I highly recommend checking out the sources I linked above to gain a deeper understanding of how these systems work. The more we know, the better we can equip ourselves and the next generation to engage with technology thoughtfully and responsibly.
My son who is 15 loves YouTube videos too and in my opinion spends too much down time on it. However when I walk in his room he is usually learning about a new country or exploring history so I don't worry too much. However I wonder what this says about him. I wonder what the algorithm does to influence his viewing. I enjoyed reading your article and now have a better understanding on how Algorithms play a huge role in both education and daily life. Also how they shape students’ learning and social media habits. I agree that many parents, students and children most likely don’t realize how much their digital experience is influenced by these systems.
ReplyDeleteThank you for your thoughtful comment! It’s great that your son is exploring history and different cultures through YouTube. I’m glad my post helped shed light on this, and I appreciate you sharing your reflections, simply being aware of these dynamics can make a big difference for both parents and educators!
DeleteThere are times that I *want* to click on something to view it but I purposely don't because I don't want an algorithm to build off of it! You are in the perfect position to sneak in some media literacy to your math students! Helping them see the connection between algorithms in math and in social media seems like a big win.
ReplyDeleteThat’s such a great point! It’s funny how we sometimes have to outthink the algorithm to keep it from shaping our experience in ways we don’t want. And I completely agree, connecting algorithmic thinking in math to how social media works is a great opportunity for media literacy. The more students understand these systems, the more intentional they can be about their digital habits. I’m definitely looking for more ways to weave this into my teaching, thanks for the encouragement!
DeleteHello Pete!
ReplyDeleteAlgorithms have the potential to lead people towards more extreme content if left unchecked. I am glad that you pointed out that the objective of the algorithm is to prioritize engagement. Algorithms are not inherently malicious. They are only as harmful as the people who put it in place.
Good on you for instilling digital literacy habits into your children’s lives at an early age. By continuing to teach media and digital literacy to others, we can teach people how to take control of the technology around them rather than allowing technology to take control of them.
Reading your blog really just reinforced how uneasy I feel about the internet these days. It’s wild how much control algorithms have over what we see, think about, and even believe—especially for younger people who don’t always realize what’s happening behind the scenes. The way platforms like YouTube can quietly steer you from one thing to the next until you’ve ended up somewhere totally unexpected (and often unhealthy) is honestly pretty scary.
ReplyDeleteI appreciated how you called out the idea that algorithms aren’t neutral. That’s something I wish more people understood. These systems are built by people, trained on biased data, and optimized for engagement—not truth or well-being. When schools start bringing in algorithm-driven tools for grading or assessment, it makes me nervous. It feels like we’re trusting something we barely understand to make really important decisions.
What’s most frustrating is that there isn’t a lot of transparency or accountability. These algorithms are quietly shaping behavior in the background, and unless you’re actively looking for it, you probably won’t notice. It’s hard not to feel a little hopeless when the systems are so big and so deeply embedded in everything we do online.
That said, I really respect the way you’re bringing this into your classroom. Even if we can’t totally fix the internet right now, helping students understand how these systems work is a powerful step. Maybe it gives them a little more agency—enough to be more aware, more critical, and hopefully more intentional in how they navigate the digital world.